TEM Journal. Volume 9, Issue 4, Pages 1704‐1710, ISSN 2217‐8309, DOI: 10.18421/TEM94‐51, November 2020.

The Formation of Skills to Visualize by the Tools of Computer Visualization

Olena Semenikhina, Olga Kudrina, Oleksii Koriakin, Lyudmila Ponomarenko, Hanna Korinna, Andrii Krasilov

Makarenko Sumy State Pedagogical University, Romenska st., 87, 40002, Sumy, Ukraine

Abstract – The article presents the aspects of the If established regards on visual aids as on the base formation skills to visualize with the use of specialized principle of teaching were not changed for long time, software. The authors note about the importance of then the problem of the visualization of the learning visual representation of information content, which material purchased new actuality with the appearance allows speeding up the perception and processing of of multimedia. text, data arrays, etc. Basic methods of visualization are described. The special course is described, which The features of the work of the cerebral main aim is to form skills to visualize by the tools of hemispheres in the context of perception of text computer visualization. The method for processing material, data sets were described in the results of the results of educational achievements is based on the psychologists’ researches. The main thesis is that a statistical sign test. human work with visual images is more rapid, that is Keywords – visualization, tools of computer why the idea of presentation of information content visualization, visualization of the learning material, in its visual format (schema, table, diagram, graph, formation of skills to visualize, statistical sign test. etc.) becomes popular. Thus, the visualization of the learning material as a pedagogical problem is still 1. Introduction present in dissertation researches of the resent years.

The information education technology stimulated 2. The Analysis of the Terminological Field the changes of traditional approaches in teaching. Except involving the computer, the usage of Internet An ordinary person identifies such terms as «visual resources, the introduction of interactive aids» and «visualization». But the detailed analysis technologies, there is the problem of the use of of scientifically and pedagogical researches on the computer tools to apply visual methods of teaching problems of theoretical bases, kinds, types and tools which attracted the special attention of the scientists. of visual aids of the learning material and theoretical New terms "visualization" and "visual support" bases of visual support of teaching, visual thinking, appeared. They characterize involving of information the practical questions of creation of the tools of technologies in the sphere of educational activity. visualization, etc., certifies that these terms differ [1]. In Pedagogics the visual aids is identified with the basic principle of didactic approach. In accordance DOI: 10.18421/TEM94‐51 with it, teaching is based on certain images that are https://doi.org/10.18421/TEM94-51 directly perceived by the subjects of teaching. It Corresponding author: Olena Semenikhina, means that the visual aids are not necessarily linked Makarenko Sumy State Pedagogical University, with the visual perception of an object [2]. Romenska st., 87, 40002, Sumy, Ukraine. Determination of the visualization is given in Email: [email protected] different pedagogical conceptions [3]. It is characterized by taking away the thought forms, the Received: 20 January 2020. form of which is spontaneously determined by the Revised: 13 October 2020. mechanism of associative projection, from an Accepted: 30 October 2020. internal plan on the external plan in the process of the Published: 27 November 2020. cognitive activity. © 2020 Olena Semenikhina et al; published Based on the analysis of approaches the authors are by UIKTEN. This work is licensed under the Creative sure that the interpretation of the term “visualization” Commons Attribution‐NonCommercial‐NoDerivs 4.0 has to consider not so much demonstration of an License. object, but creating of it. Such ideas caused the The article is published with Open Access at determination of the term “visualization” as a www.temjournal.com specific didactic category, which has more complete structure than traditional term “visual aids”, due to

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additional including teacher’s actions for the creating researchers all over the world offer own applications. of the image of the learning phenomena. That is why [7]. They are based on technology and the ideas the visualization is considered as a process of making of visualization and modeling of processes for the the learning material clear whose demands not only interpretation of complete concepts, some patterns represent the visual image, but also the process of its and their properties based on mathematical methods creating which provides including imagination, the [8]. Additionally, more abstracted from the subject establishment and the consolidation of associative field techniques of visual representation are using links between learning objects and their structure [9]. In particular, the compaction of the learning elements. material is based on traditional charts and graphs This approach considers cognitive property of the (Fig. 1), denotation graph (Fig. 2), Fishbone schema visualization [4], [5]. Scientists emphasize that the (Fig. 3), building method (Fig. 4), causal chains (Fig. visualization, which is included to the cognitive 5), strategy maps (roadmaps) (Fig. 6), radial spider- process, not only helps student to organize analytical schemas (spiders) (Fig. 7), mind-maps (Fig. 8), etc. and intellectual activity especially during the perception and processing of the information, but also offers meaningful knowledge, making a significant impact on the depth of the awareness of the perception and understanding of it. It is wrong to assume that the simple demonstration of images, which model some object or its feature, is enough for understanding their idea or content. No one object’s feature is truly Figure 1. The Example of Graphs understandable for viewer without giving the object in a structure understandable form. The teacher has Denotation graph (Fig. 2) is a method of isolating to help to percept not only by words, but also by essential features of the key concept from the text. In structuring of the image [6]. the applying of this method, it is important to choose The emphasized aspects are put in a basis of a verb that links key concept (noun) and its essential forming of future teacher’s skills to visualize the feature. In other words, there is a gradual separation learning material. It is not enough to just show the of the key words on “words-branches" for the learning object, it is important to predict all required exception of any contradictions. The characteristic properties for its imaginary modeling and after that to feature of this method is the alternation of "noun- be able to create it. verb-noun-verb..." which demonstrates the dynamics of thoughts, the movement from the concept to its Psychologists mentioned the opportunity to essential feature. organize the meaning of the images as a main function of the visualization. Unlike the use of ordinary visual aids, the visualization is an activity in a special environment, which helps to “translate” one way of giving the learning material to another, to comprehend links and relations between its structural parts.

3. Methods of Visualization of the Learning Figure 2. The Template of Denotation Graph

Material Schemas "Fish bone” or Ishikawa diagrams (Fig.

As the arsenal of teachers’ tools has expanded to 3) are visual forms of the learning material that using technological innovations (interactive resembles a fish skeleton. The main idea is fixed on whiteboards, multimedia projectors, readers, tablets) the main backbone; the descriptions of the issues that and specialized software, the problem of the affect the main idea are joined to it like bones. The formation of future teachers’ skills to visualize the schema is consistent with the following algorithm: learning material by multimedia tools is urgent. They . the collection of facts that influence the idea; help to not only show a theory clearly and give . the grouping of the facts of semantic and causal examples of its using in everyday life, but also to blocks; emphasize the essential properties of important . the ranking of facts within each block; concepts, relations and patterns of the world. . the analysis and discarding those factors, on The authors found that the math-teachers preparation nowadays includes the implication of which we cannot impact; interactive software like GeoGebra (dynamic . the ignoring the insignificant and unimportant facts that are already fixed. mathematics software) for which the teachers and the

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The conclusion is made by analyzing the pairs (factor-argument).

Figure 7. The Example of Radial Spider-Schema Figure 3. The Template of Fishbone Schema (Ishikawa Diagram) Structurally-logic schemas have the greatest

Building method (Fig. 4) is applied to visualize the information capacity, the versatility and integration. fundamental theories, their general structure or their They are similar to mind-maps. This method of part. The methodological level of the theory is fixed systematization and visualization of educational in the foundation of the building, the theoretical level information based on the identification of significant is the housing, and the application level is the roof. relations between knowledge elements and analytic- The main idea of the technique of using causal synthetic activities in translating verbal information chains (Fig. 5) is explained in its title. The word into nonverbal (visual), synthesizing a coherent "causal" means, "which is due to a specific cause". system of knowledge elements. (Fig. 8) This method of visualization demonstrates the image Structurally-logic schemas are a special kind of of the cause and the result at the same time. visual aids. They put elements of the content in a The strategy map (Fig. 6) is quite simple way to nonlinear form, highlighting the logic relations display the strategies, ideas, tasks and directions of between them. Such visual aids are based on the development. It is often used in the humanitarian structure and association links of long-term memory. sphere, the economy, and politics. The idea does not demonstrate the content of the subject of education, but being connected by a system, they show the object's structure, its tasks and ways of development.

Figure 8. The Template of Structurally Logic Schema (event-cause-result)

The basis for the creation of mind maps (Fig. 9) is Figure 4. The Template of Fishbone Schema the radiant thinking theory. There is main object, from which central topics are separated by smooth lines. Then each topic is branching to the secondary ideas by the same smooth lines (branches), and all

the branches in this construction form a connected Figure 5. The Example of Causal Chain structure. Each element in this schema () should cause the observer some association. The number of the associations that have been used, we can assume as database or archive. Because of using this type of multi-processing system and information

storage, the brain in any time contains such Figure 6. The Example of Strategy Map "information maps", which have complete structure Spiders-schema (Fig. 7) is a kind of diagrams, of a high level [10]. which structure resembles the spiders: the main idea Another approach lies in the construction of is in the centre, the results and the clarifications interactive applets (Fig. 10), where not only dynamic diverge from it. of models is used, but also the offer to come to a conclusion or formulation of laws based on them. The creating of applet is a new problem in

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educational researches [11]. The experience of their Scribing came in education from business use in education shows that applets can provide a real applications, where scribing is the support-illustrated help to students in learning the complete concepts. presentations. The scribing is a new technology of Only in the case, if the both design of applets and the presentations, the essence of which is in synchronous organization of the learning activities of students support oral presentations (reports, speeches, with their use are carefully planned and reasoned presentation of the learning material, etc.) by methodologically. In particular, dynamic models, marking drawings on a white board (or on paper). which are created by dynamic mathematics software, Scribing provides a specific kind of the support – the which provides not only interactive changes of the illustration "on the fly", which gives a special model, but also display the correct numerical emotion and opportunity to focus the audience parameters in dynamics, are interesting. attention on the main objects. The appearance of scribing is associated with British artist Andrew Park, who offered this technology to popularize the scientific knowledge. Scribing uses the same principle as the doodle – drawing by hand, and it forces the observer to focus his attention on the process, is in expectation what will happen next, thereby plunging to the learning problem [12]. Realizing the importance of these methods of visualization in the learning process at secondary schools, the authors have investigated the formation of skills to visualize the learning material based on computer tools, which provide the graphic constructions tools, design, diagrams constructions, interactive illustrating of some characteristics of modelled objects, relations between them. The Figure 9. The Example of Mind Map authors have jointly called them the tools of Java-applets and Flash-movies are examples of computer visualization. applets. Applets that are created for math curriculum Among the tools of computer visualization the called mathlets, for physics – physlets. authors have identified dynamic mathematics software for mathematical modelling, virtual physical and digital laboratories for the simulation of physical processes, mind-mapping software, software for creating presentations, integrated development software environment, text and processors with specialized tools, graphical editors, etc.

Table 1. Tools of Computer Visualization

Tools of computer Type of visualization visualization Notes, Frames, Graph- Graphical editors schemas, Scribing Free mind, The brain, Xebece, CmapTools, Logical and symbolic Mindjet MindManager Pro, models, Mind maps Visio, Aibase, , AXON Idea Processor, Xmind Pencil Project, Alglib Flow charts Figure 10. The Example of Interactive Applet based on flowchart editor, yEd. GeoGebra Dynamic mathematics Software (GeoGebra, Cabri, Another one innovative approach to visualize the Applets, Dynamic models learning material is scribing. Compact representation The Geometer’s of material, audience attention on specific images Sketchpad). which are created simultaneously, focuses attention Our research on using of different methods of the on pre-defined key points of the learning material. visualization of the learning material by teachers

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(102 respondents from 23 secondary schools of The objectives of the Special course are the Sumy region) showed that the visualization of the mastering of the techniques of visualization of the learning material occurs in the lessons of natural learning material, the familiarity with the tools of science and mathematical, technological training computer visualization, their classification and tendencies by using of different technologies of instruments, the formation of skills to visualize the visualization. However, such a representation is learning material by the most popular tools of usually associated with a static modelling on the computer visualization. board and does not affect the process of visualization The Special course has 4 credits (120 hours, as a dynamic support for the interpretation of the including 40 class hours), consists of two modules concept, the demonstration of the fact or the and studied at the fourth year. The first module confirmation of the law by the use of specialized concerns the specialized mathematics software computer tools. (systems of computer mathematics (SCM) and

In particular, teachers noted: dynamic mathematics software (DMS)), because the dynamization of phenomena, processes and laws is . the limited access to computers, that makes the possible based on mathematical modeling. The involvement of the tools of computer second module concerns the visualization techniques visualization in the educational process difficult and study of specialized tool. In particular, mind- – 89%; mapping software, flow charts building software, . the lack of free time of teachers to study the tools creating of presentations, graphical editors, dynamic of computer visualization – 76%; mathematics software, etc. are analyzed and studied. . the lack of sufficient numbers of teaching guides In our scientific-methodical search, we were on the involvement of the tools of computer guided by the thesis: the skill to visualize the visualization in the educational process – 83%. learning material will be formed if the future teacher While scientific and methodical searches, we often will possess: heard comments from teachers that: 1) ideas of techniques of visual representation of . the involvement of the tools of computer information (mind-maps, Fishbone schemas, visualization is not sometimes justified from the notes, frames, flow charts, graph-schemas, point of time of their use – 65%; applets, dynamic model, scribing); . it is impossible to form qualitative idea about the 2) understanding ways to use the tools of computer concepts which studying by the tools of visualization during the study of each topic computer visualization – 50%; (static visualization or dynamic demonstration . the elected tool of computer visualization is often during studying of a new topic, studying of not the most comfortable at the lesson – 23%. properties of given object, searching of patterns, organization of project work, etc.); 4. The Formation of the Skill to Visualize the 3) ideas of instruments of the tools of computer Learning Material by the Tools of Computer visualization (possible visualized forms, color Visualization during The Special Course accents, thickness of lines, interactivity, 2d and 3d building formats, calculation, conversion, On the one hand, the mastering of such tools will application settings, etc.), methods (dynamic contribute the formation of students, future teachers, calculations, step by step demonstration, basic skills to visualize the learning material. On the other constructions, etc.); hand, it will encourage to the formation of a critical 4) skills to use the instruments of the tools of view on the tools of computer visualization as on a computer visualization to support educational tool of professional activity of teachers. Considering activities efficiently. this, we have introduced a special course "Current approaches to visualization of knowledge ". The mentioned items could be implemented during The content of the Special course was specified lectures or independent study of literature and during 2014-2016 years at the Physics and electronic periodicals, and during work with different Mathematics Faculty of Makarenko Sumy State tools of computer visualization. During the study of Pedagogical University during the math, physics and the Special course, we offered to study several tools computer science teachers’ preparation. of computer visualization, the list of which is first The main aim of the Special course is to form determined by the recommendations of leading competences in the field of visualization of various experts in the field of information education and our kinds of information, including the learning material. own experience, and then changed due to the updating of the versions of some software or the appearance of new analogues (Table 2).

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Table 2. The Tools of Computer Visualization, The results of the evaluation of 30 students, which are Studied selected at random from samples (2014-2016), are

given in Table 3. Years The tools of computer visualization 2014- SCM, DMS, graphical editors, text and Table 3. The Results of the Evaluation of 30 Students

2015 spreadsheet processors SCM, DMS, graphical editors, text and 2015- spreadsheet processors, mind-mapping 2016 software SCM, DMS, graphical editors, text and 2016- spreadsheet processors, mind-mapping The result The result The result № Student № Student № Student 2017 № Student The first mark The first mark The first mark The first mark software, software for creating presentations The first mark The second mark The second mark The second mark The second mark The second mark The Special course envisaged to involve selected 1 2 1 1 3 + 1 3 + 3 4 + tools of computer visualization to solving didactical 1 1 1 2 and methodical problems on various topics, visual 2 0 1 + 4 3 - 0 3 + support of theoretical material using all possible 2 2 1 2 methods of visualization. Students had to develop 3 3 3 0 1 3 + 2 2 0 visual support of proposed material (concepts, laws, 3 3 1 2 tasks of given topic) in each of software during 4 1 3 + 1 3 + 3 2 - 4 4 laboratory course. 1 2 5 1 1 0 3 3 0 0 3 + In this way, the authors tried to form not only the 5 5 future teacher’s skill to work with the various tools 1 2 6 3 3 0 0 1 + 0 1 + of computer visualization, but also examine the 6 6 number of steps for solving the same problem in 1 2 7 1 3 + 2 3 + 2 1 - different tools of computer visualization, the 7 7 availability of needed instruments in given tool of 1 2 8 3 2 - 2 2 0 4 4 0 computer visualization, possible and impossible form 8 8 1 2 of visual support in given tool of computer 9 3 4 + 2 3 + 2 3 + visualization, etc. 9 9 1 2 3 2 2 0 3 3 0 2 4 + 5. The Research of the Effectiveness of the 0 0 0

Special Course on the Formation of the Skill In accordance with the purpose of the experiment, to Visualize the Learning Material by Tools of the authors formulated the hypothesis H0: the study Computer Visualization of the Special course does not affect the formation of To determine the effectiveness of this special the skill to visualize the learning material. Then Hα: course the authors selected the following method. At the study of the Special course affects this formation. the beginning of the course we asked students, future These hypotheses determine one-sided sign test for teachers, to offer visual support of given topic with testing dependent samples. According to the decision four visual forms based on their own experience. At rule the value of Texp=17 (the number of characters the end of the course we offered the same task, but "+" in the sample), n=21 (the number of respondents using the tools of computer visualization. who had changes in the results), the interval of the Since we studied the impact of the special course hypotheses H0 [6, 14] on the significance level of on the formation of the skill to visualize learning 0.05 (determined by the corresponding table in [13]). material of each student, dependent results, but Since Texp is not included in the acceptance independent samples were needed. That is why we interval of the hypothesis H0, the hypothesis H0 is have used the sign test, which allows us to work out rejected and the alternative hypothesis Hα is these results by statistical laws. accepted. Thus, the Special course contributes to the We thought that the student has the formed skill to forming of skills to visualize the learning material. visualize the learning material, if he can submit it in The value of Texp went beyond the segment to the a visual format no less than in three ways and uses right, so a conclusion about positive dynamics in the the tools of computer visualization. number of students who have formed the skill to visualize the learning material with tools of computer visualization was made.

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6. Conclusion [3]. Zinchenko, V. & Verdzhiles, N. (1969). Formirovaniye vizual’nogo obraza. Issledovaniye The visualization of the learning material in its aktivnosti zritel’noy sistemy. MGU, Moskva. various forms allows us to solve a number of [4]. Brovka, N. V. (2009). Integratsiya teorii i praktiki pedagogical tasks: the ensuring the intensification of obucheniya matematike kak sredstvo povysheniya education, the activation of educational and cognitive kachestva podgotovki studentov. Minsk: BGU. activity, the formation and development of critical [5]. Dalinger, V. (1999). Formirovanie vizualnogo and visual thinking, visual perception, visual myshleniya u uchaschihsia pri izuchenii matematiki. representation of knowledge and educational actions, OmGPU, Omsk. [6]. Choshanov, M. (1969). Gibkaya tekhnologiya knowledge transfer and image recognition, the problemno-modul’nogo obucheniya. Narodnoye improving visual literacy and visual culture. obrazovaniye, Moskva. Retrieved from: The interest in visualization is stimulated by the http://pedlib.ru/Books/2/0157/2_0157-1.shtml development of computer software that not only [accessed: 02 January 2020]. expanded its scope, but also influenced the nature of [7]. Semenikhina, O., & Drushlyak, M. (2015). On the the teachers’ professional activity. The tools of Results of a Study of the Willingness and the computer visualization, which help to create visual Readiness to Use Dynamic Mathematics Software by models, diagrams, links between objects of study, Future Math Teachers. ICT in Education, Research need a special attention of the teacher. and Industrial Applications: Integration, During the teacher preparation, aimed at process of Harmonization and Knowledge Transfer, 21. [8]. Semenikhina, O., & Drushlyak, M. (2014). Computer visualization with the use of multimedia tools of dynamic mathematics software and technologies, the main visual aids didactic principle methodological problems of their use. Information is implemented, the deep internal relations are Technologies and Learning Tools, 4(42), 109-117. revealed, associative links are formed, and the [9]. Bezuhlyi, D. (2016). Tekhnolohiya stvorennya theoretical foundations of the law and its elektronnoho pidruchnyka iz vbudovanymy interpretation are confirmed. Therefore, there is the interaktyvnymy apletamy. Fizyko-matematychna reason to believe that the formation of the skill to osvita, 2(8), 23-28. Retrieved from: https://fmo- visualize the learning material provides training and journal.fizmatsspu.sumy.ua/publ/3-1-0-72. [accessed: further self-realization of the modern teacher, as it 05 January 2020]. requires not only an understanding of the [10]. Byuzen, T. (2003). Superopinion: Per. with English./T. Byuzen, B. Byuzen./Mn.: Publishing technological foundations of the process of dynamic House" Potpourri, 320 p. visualization, but also mastering of computer tools [11]. Sergeyev, S. (2012). Komp’yuternaya vizualizatsiya and skills to use them in solving professional tasks. v matematicheskom obrazovanii kak prakticheskaya pedagogicheskaya problema. Problemy obrazovaniya References v 21 veke, 49, 95-103. Retrieved from: https://cyberleninka.ru/article/n/problemy-kachestva- [1]. Reznik, N. A. (1997). Metodicheskie osnovy matematicheskogo-obrazovaniya-v- obuchenija matematike v srednej shkole s pedagogicheskom-vuze-i-puti-ih-resheniya. ispol'zovaniem sredstv razvitija vizual'nogo [accessed: 02 January 2020]. myshlenija [Methodical foundations of teaching [12]. Bilousova, L., & Zhitenova, N. (2016). mathematics in high school using the means of Vizualizatsiya navchalʹnoho materialu z developing visual thinking]. Extended abstract of vykorystannyam tekhnolohiy skrybinhu u profesiyniy Doctor’s thesis. Moskva: Institut produktivnogo diyalʹnosti vchyteliv. Fizyko-matematychna osvita, 1 obuchenija Rossijskoj akademii obrazovanija [in (7), 39-47. Retrieved from: https://fmo- Russian]. journal.fizmatsspu.sumy.ua/publ/3-1-0-56. [2]. Arnheym, R. (1981). Vizual’noye myshleniye. MGU, [accessed: 15 January 2020]. Moskva. Retrieved from: [13]. Grabar, M. I., & Krasnyanskaya, K. A. (1977). http://philosophy1.narod.ru/katr/arnheim/arnheim1.ht Primenenie matematicheskoj statistiki v ml [accessed: 02 January 2020]. pedagogicheskih issledovaniyah: Neparametricheskie metody. Pedagogika.

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